RL 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
For the first activity the students will look at the cover of the book and make a prediction on what they think the story might be about. They will get into small groups which each have a white board and write their ideas on that. Then each group will tell the class what their ideas are and I will write them on the board so everyone can see them. The questions they are looking to answer are: *What do you think the title of the story means? *Who do you think the main characters are going to be?
2A.Vocabulary Quiz (Vocabulary)
R.L. 3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non literal language.
In this activity, I took some of the key vocab words straight out of the book I thought the students might struggle with when they run across. I made up a quiz with My Studiyo for the students to all do on the computer to see where they are with the vocabulary. After each of them take the quiz I will bring them together as a class and we will go over each of the words. The students will also write down the vocabulary words in the word books so they will have the definitions right with them if they forget what the word means when they run into it during their reading.
3A. Brainstorming (Comprehension)
R.L. 3.7 Integration of Knowledge and Ideas Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
For this activity the students will get into small groups and one worksheet will be passed out to each group. On this worksheet the students will fill in bubbles to help them brainstorm what makes a good friend. They are looking at specific examples from their own friends to help them figure out what we are going to be seeing in the story between the characters.
I will assess the students in the prediction activity and the brainstorming activity by making sure everyone is participating, being engaged in the learning and each of them are having a voice in the discussions at hand.
I will give them points for taking the vocabulary test, worth 10points. I will keep that score in my grade book, but at the end of the book they can retake the test to try and get a better score. I will keep the highest grade.
B. Building Prior Knowledge Activities 1B. Chapter KWL Charts(Comprehension)
R.L. 3.1 Key Ideas and Details Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. R.L. 3.3 Key Ideas and Details Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their action contribute to the sequence of events.
This activity will be done after every three chapters the students read. The students will be given KWL charts to fill out. KWL charts are a useful tool to help students follow along with what they are reading and if they need a refresher before they start reading ahead they can look back on their charts. We will do the first chart as a class so they understand how to do them. We are going to be writing down what we already know from the chapters we read that we feel are important under the "K." Then we will ask ourselves what we want to learn in the next chapters under the "W." Finally, under the "L" if there is anything new facts or exciting information we learned from the chapters we read we will write them down here. After the students understand and feel comfortable using the charts they will fill them out on their own as they read.
R.L. 3.6 Craft and Structure Distinguish their own point of view from that of the narrator or those of the characters.
In this story Charlotte lives on a farm, which is a lot different then the suburbs we live in. For this activity the students are going to take information they found in the story about the difference they see and put the information into the correct section of the venn diagram. Then they are going to go online and look up additional information that is different and similar between the two different settings. Then they are going to pick which of the two they would prefer to live in and why using the information that they found. They will put this information into a short paper that they will each read to the class.
R.L. 3.4 Craft and Structure Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non literal language.
In this activity, the students will be given the vocabulary worksheet. From this worksheet they will each pick out a word that they would like to call theirs. Then they will use the voice thread tool to help their fellow classmates completely understand each of the different vocabulary words. They each have to make up a sentence that uses their vocabulary word correctly with the information in their sentence having to do with the story, but cannot be a sentence pulled straight from the story. The sentence has to be original. Then when everyone's sentences are on the voice thread we will pull it up so everyone can view the different sentences and write them in their vocabulary journals.
For the KWL and Venn Diagram charts, I will be assessing informally looking to make sure that the students are not just writing random thoughts down but actually focusing on filling it out properly. I will also be looking here for participation and during in the material when needed to.
For the voice thread activity, I will be assessing formally giving points for the students following directions and having a word that has not already been chosen along with their sentences are well thought-out and have to do with the story but are plagiarized.
C. Consolidation Activities 1C. Character Comparison(Comprehension)
R.L. 3.3 Key Ideas and Details Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
This activity has the students taking a look at the two main characters and picking out the traits that are similar and different between the two characters. This way they can see that people/animals are all different even though we have some similar traits as well.
R.L. 3.9 Integration of Knowledge and Ideas Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
For this I will share my book shelf from Shelfari. Here they can see a few books that I found that are based on animals that have huge adventures and accomplishments. I will have them look at the different reviews from these books I had chosen. They will be able to add any other books they have read and enjoyed to my list, if I approve them. Then they will be choosing their top 3 favorite books from the list. I will then look at everyone choices and then put them into groups based on their likings. With these groups they will then read the book they are assigned and then together write a brief paper based on the differences and similarities the two books had. They will also need to make a visual to help us see what was different and similar in a creative way. Then all the groups will present there projects to the class.
R.L. 3.7 Integration of Knowledge and Ideas Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story.
In this section the students will each have the opportunity to pick their favorite part of the book. They will need to recall it the best they can and with using the Write board, write it out for us. Then they will need to explain why this was their favorite part. Also they have to tell us if they were the author would they change that part or not. If they would, how would they change it. If they wouldn't change it, why wouldn't they. They have to make sure their answers are in depth and not skinny answers. They understand that they have to use evidence from the book to support their answers. Then we will display the Write board in the reading area of our classroom so the class can view what everyone wrote.
I will informally be assessing the students with their Venn Diagram. I will be looking to make sure it has well thought out answers along with being complete.
For the book shelf project, I will be passing out a rubric to the students. The rubric will lay the step by step process for them to follow and also lay out for them what I will be looking for. I will grade them passed off of that and how well they followed the guidelines.
I will informally assess the students write board activity, looking to make sure they completed with well thought out answers and followed the directions.
1A. Making Predictions(Comprehension)
RL 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
For the first activity the students will look at the cover of the book and make a prediction on what they think the story might be about. They will get into small groups which each have a white board and write their ideas on that. Then each group will tell the class what their ideas are and I will write them on the board so everyone can see them.
The questions they are looking to answer are:
*What do you think the title of the story means?
*Who do you think the main characters are going to be?
2A.Vocabulary Quiz (Vocabulary)
R.L. 3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non literal language.
In this activity, I took some of the key vocab words straight out of the book I thought the students might struggle with when they run across. I made up a quiz with My Studiyo for the students to all do on the computer to see where they are with the vocabulary. After each of them take the quiz I will bring them together as a class and we will go over each of the words. The students will also write down the vocabulary words in the word books so they will have the definitions right with them if they forget what the word means when they run into it during their reading.
3A. Brainstorming (Comprehension)
R.L. 3.7 Integration of Knowledge and Ideas
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
For this activity the students will get into small groups and one worksheet will be passed out to each group. On this worksheet the students will fill in bubbles to help them brainstorm what makes a good friend. They are looking at specific examples from their own friends to help them figure out what we are going to be seeing in the story between the characters.
Assessment of Anticipation Activities
- I will assess the students in the prediction activity and the brainstorming activity by making sure everyone is participating, being engaged in the learning and each of them are having a voice in the discussions at hand.
- I will give them points for taking the vocabulary test, worth 10points. I will keep that score in my grade book, but at the end of the book they can retake the test to try and get a better score. I will keep the highest grade.
B. Building Prior Knowledge Activities
1B. Chapter KWL Charts(Comprehension)
R.L. 3.1 Key Ideas and Details
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
R.L. 3.3 Key Ideas and Details
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their action contribute to the sequence of events.
This activity will be done after every three chapters the students read. The students will be given KWL charts to fill out. KWL charts are a useful tool to help students follow along with what they are reading and if they need a refresher before they start reading ahead they can look back on their charts. We will do the first chart as a class so they understand how to do them. We are going to be writing down what we already know from the chapters we read that we feel are important under the "K." Then we will ask ourselves what we want to learn in the next chapters under the "W." Finally, under the "L" if there is anything new facts or exciting information we learned from the chapters we read we will write them down here. After the students understand and feel comfortable using the charts they will fill them out on their own as they read.
2B. Setting Comparison(Comprehension, Vocabulary)
R.L. 3.6 Craft and Structure
Distinguish their own point of view from that of the narrator or those of the characters.
In this story Charlotte lives on a farm, which is a lot different then the suburbs we live in. For this activity the students are going to take information they found in the story about the difference they see and put the information into the correct section of the venn diagram. Then they are going to go online and look up additional information that is different and similar between the two different settings. Then they are going to pick which of the two they would prefer to live in and why using the information that they found. They will put this information into a short paper that they will each read to the class.
3B. (Vocabulary)
R.L. 3.4 Craft and Structure
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non literal language.
In this activity, the students will be given the vocabulary worksheet. From this worksheet they will each pick out a word that they would like to call theirs. Then they will use the voice thread tool to help their fellow classmates completely understand each of the different vocabulary words. They each have to make up a sentence that uses their vocabulary word correctly with the information in their sentence having to do with the story, but cannot be a sentence pulled straight from the story. The sentence has to be original. Then when everyone's sentences are on the voice thread we will pull it up so everyone can view the different sentences and write them in their vocabulary journals.
Assessment of Building Prior Knowledge Activities
C. Consolidation Activities
1C. Character Comparison(Comprehension)
R.L. 3.3 Key Ideas and Details
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
This activity has the students taking a look at the two main characters and picking out the traits that are similar and different between the two characters. This way they can see that people/animals are all different even though we have some similar traits as well.
2C. Book Shelf(Comprehension)
R.L. 3.9 Integration of Knowledge and Ideas
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
For this I will share my book shelf from Shelfari. Here they can see a few books that I found that are based on animals that have huge adventures and accomplishments. I will have them look at the different reviews from these books I had chosen. They will be able to add any other books they have read and enjoyed to my list, if I approve them. Then they will be choosing their top 3 favorite books from the list. I will then look at everyone choices and then put them into groups based on their likings. With these groups they will then read the book they are assigned and then together write a brief paper based on the differences and similarities the two books had. They will also need to make a visual to help us see what was different and similar in a creative way. Then all the groups will present there projects to the class.
3C. Reflection(Comprehension)
R.L. 3.7 Integration of Knowledge and Ideas
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story.
In this section the students will each have the opportunity to pick their favorite part of the book. They will need to recall it the best they can and with using the Write board, write it out for us. Then they will need to explain why this was their favorite part. Also they have to tell us if they were the author would they change that part or not. If they would, how would they change it. If they wouldn't change it, why wouldn't they. They have to make sure their answers are in depth and not skinny answers. They understand that they have to use evidence from the book to support their answers. Then we will display the Write board in the reading area of our classroom so the class can view what everyone wrote.
http://123.writeboard.com/chpq4t82fx5eya6d
Assessment of Consolidation Activities